Besim assad 22 sep - Vanesa
•Download as DOCX, PDF•
0 likes•50 views
The student teacher had a short time to introduce a road safety activity due to a workshop running over. While the activity was appropriate, there was not enough time for examples or vocabulary work. The observer notes the student teacher should have taken a more active role in teaching rather than staying on the sidelines, and not to be afraid to lead lessons fully.
Report
Share
Report
Share
Recommended
Vanesa's feedback on Road Safety Education class at the library
The student teacher observed a workshop on road safety that lasted over an hour. The student teacher only had 5 minutes to explain the activity and was unable to provide examples or vocabulary practice. While the activity was appropriate, using "must" and "mustn't" may have been better than "can" and "can't" when discussing traffic laws. The mentor teacher took on too large a role during the workshop and did not give the student teacher enough opportunities to lead. For future observations, the student teacher needs to take a more active role in teaching and not let the mentor teacher dominate the classroom interactions.
Lujan's feedback: class Nº16 - Lesson Plan Nº8
- The document provides feedback on an observed English lesson taught by trainee teacher Ana Valentina Monge to 6th grade students.
- The feedback notes some positive aspects, such as revising content recently tested, but also identifies areas for improvement. These include a lack of engaging activities, too much focus on writing over oral skills, and activities that did not have clear communicative goals.
- Suggestions are made to make lessons more motivating, such as incorporating students' interests, using creative activities, and addressing behavior issues more effectively. The feedback aims to help the trainee teachers design more communicative and engaging lessons.
Feedback from Vanesa about the Literature Project
- The student teachers, Valentina and Ana, led a lesson with over 40 sixth grade students about the story of Hansel and Gretel. They played a video and asked questions to check comprehension.
- Managing the large class was difficult as the students were noisy and not paying attention. The mentor teacher had to intervene multiple times to get the class under control.
- Valentina and Ana displayed good coordination in their roles, with one leading instruction while the other supported by writing on the board. However, the board was placed far from the video, making it hard for students to see both.
Final Reflection about my Practicum
Valentina Monge felt fear and anxiety on her first day teaching 6th grade, but those feelings disappeared after she began teaching lessons. She found students' behavior and lack of attention to be her biggest challenge, which she attributes to the complex changes of adolescence. To engage students, she planned entertaining activities with her pedagogical partner. Students enjoyed activities involving videos, songs, and laptops the most and showed commitment to interactive and creative activities. Valentina received helpful feedback from observing teachers after lessons that helped her improve her teaching, and working with a pedagogical partner and mentor teacher made her feel supported throughout the practicum experience.
Lesson plan Nº 7
This lesson plan is for a 6th grade English class. The objectives are for students to be able to write sentences using the present continuous tense, describe locations using prepositions, and express obligations using modal verbs. The plan includes greetings, taking attendance, an evaluation where students complete exercises individually, and a closing where the trainee collects tests and says goodbye.
First Narrative
The student teacher observed their first English lesson at School No. 4. The lesson focused on children's rights and had students write sentences expressing their rights using vocabulary provided. The teacher emphasized developing identity and used technology like blogs to promote collaboration and respect. Technology was integrated in a later lesson by having students complete sentences about rights using netbooks, with the teacher highlighting the Argentine origin of the software.
Lesson plan Nº 3
This lesson plan is for a 6th grade English class teaching the present continuous tense. It includes 3 parts: a warm up word search activity in pairs, a main activity where students write sentences describing images using present continuous verbs on netbooks, and ending by turning off the computers. The objectives are for students to write sentences with the tense and practice reading, speaking, and writing skills.
Lesson plan Nº 1
The document outlines a lesson plan for a 6th grade English class taught by trainees. The lesson focuses on teaching the present continuous tense through various activities. Students will describe images using the tense, complete sentences with verbs, and match characters to actions. The plan includes objectives, routines, warm up, two development activities, and a closing. Trainees will use badges, presentations, photocopies, and the board to guide students in practicing reading, writing, and speaking skills while learning about the present continuous tense.
Recommended
Vanesa's feedback on Road Safety Education class at the library
The student teacher observed a workshop on road safety that lasted over an hour. The student teacher only had 5 minutes to explain the activity and was unable to provide examples or vocabulary practice. While the activity was appropriate, using "must" and "mustn't" may have been better than "can" and "can't" when discussing traffic laws. The mentor teacher took on too large a role during the workshop and did not give the student teacher enough opportunities to lead. For future observations, the student teacher needs to take a more active role in teaching and not let the mentor teacher dominate the classroom interactions.
Lujan's feedback: class Nº16 - Lesson Plan Nº8
- The document provides feedback on an observed English lesson taught by trainee teacher Ana Valentina Monge to 6th grade students.
- The feedback notes some positive aspects, such as revising content recently tested, but also identifies areas for improvement. These include a lack of engaging activities, too much focus on writing over oral skills, and activities that did not have clear communicative goals.
- Suggestions are made to make lessons more motivating, such as incorporating students' interests, using creative activities, and addressing behavior issues more effectively. The feedback aims to help the trainee teachers design more communicative and engaging lessons.
Feedback from Vanesa about the Literature Project
- The student teachers, Valentina and Ana, led a lesson with over 40 sixth grade students about the story of Hansel and Gretel. They played a video and asked questions to check comprehension.
- Managing the large class was difficult as the students were noisy and not paying attention. The mentor teacher had to intervene multiple times to get the class under control.
- Valentina and Ana displayed good coordination in their roles, with one leading instruction while the other supported by writing on the board. However, the board was placed far from the video, making it hard for students to see both.
Final Reflection about my Practicum
Valentina Monge felt fear and anxiety on her first day teaching 6th grade, but those feelings disappeared after she began teaching lessons. She found students' behavior and lack of attention to be her biggest challenge, which she attributes to the complex changes of adolescence. To engage students, she planned entertaining activities with her pedagogical partner. Students enjoyed activities involving videos, songs, and laptops the most and showed commitment to interactive and creative activities. Valentina received helpful feedback from observing teachers after lessons that helped her improve her teaching, and working with a pedagogical partner and mentor teacher made her feel supported throughout the practicum experience.
Lesson plan Nº 7
This lesson plan is for a 6th grade English class. The objectives are for students to be able to write sentences using the present continuous tense, describe locations using prepositions, and express obligations using modal verbs. The plan includes greetings, taking attendance, an evaluation where students complete exercises individually, and a closing where the trainee collects tests and says goodbye.
First Narrative
The student teacher observed their first English lesson at School No. 4. The lesson focused on children's rights and had students write sentences expressing their rights using vocabulary provided. The teacher emphasized developing identity and used technology like blogs to promote collaboration and respect. Technology was integrated in a later lesson by having students complete sentences about rights using netbooks, with the teacher highlighting the Argentine origin of the software.
Lesson plan Nº 3
This lesson plan is for a 6th grade English class teaching the present continuous tense. It includes 3 parts: a warm up word search activity in pairs, a main activity where students write sentences describing images using present continuous verbs on netbooks, and ending by turning off the computers. The objectives are for students to write sentences with the tense and practice reading, speaking, and writing skills.
Lesson plan Nº 1
The document outlines a lesson plan for a 6th grade English class taught by trainees. The lesson focuses on teaching the present continuous tense through various activities. Students will describe images using the tense, complete sentences with verbs, and match characters to actions. The plan includes objectives, routines, warm up, two development activities, and a closing. Trainees will use badges, presentations, photocopies, and the board to guide students in practicing reading, writing, and speaking skills while learning about the present continuous tense.
Lesson plan Nº 8
This lesson plan is for a 6th grade English class. The objectives are for students to practice describing images using the present continuous tense, using prepositions of place, and expressing obligation. Activities include a warm-up where students discuss past evaluations and correct mistakes. The main activity has students work in groups to match images with phrases in present continuous tense and children's rights. The class ends with the trainee giving students small gifts and saying goodbye.
Cognitive Coaching Experience
The document provides a summary of a cognitive coaching experience where the author taught an English class that was observed by their guide teacher and professor. [The class focused on listening comprehension using a movie and toys. Feedback from the teachers was positive, praising the author's language use, time management, and strategies. However, the author notes they could improve on calling on all student participants and feeling more confident in their teaching abilities.]
Intercultural project: How environmetally friendly are you?
This lesson plan is for a 6th grade English class in Argentina and focuses on environmental awareness. The plan includes watching a video and song about helping the environment as a warm up. Students will then do a matching exercise while listening to the song again. They will also present posters they created in a previous class using "should" and "shouldn't" to give advice about caring for the environment. The lesson closes with a cultural exchange where an American teacher presents on his uncles' clean energy jobs and the students can ask questions.
Observation Report N°1
This document summarizes a classroom observation of trainee Valentina Ferreyra during her Practice II teaching placement. The observer notes that Valentina demonstrated excellent eye contact, clear voice and intonation, and strong classroom management skills. She explained concepts clearly using gestures, corrected pronunciation effectively, and created a relaxed work atmosphere. Valentina implemented a traditional presentation-practice-production lesson on prepositions of time, including listening, writing, and speaking activities. Both Valentina and her online co-teacher Cristian engaged students well. The observer praised their teamwork and planning, and gave Valentina a grade of 10 and Cristian a grade of 8.
Lesson plan Nº 4
This lesson plan is for a 6th grade English class. The trainees will teach about prepositions of place. Activities include watching a video about prepositions, using flashcards for a review, and an activity where students write sentences using prepositions to describe classmate's locations. The lesson aims to improve students' listening, speaking, reading and writing skills related to prepositions of place.
My Initial Level Reflections
This document contains a student's reflection on their first teaching practicum experience at the primary level. The student structures their reflection around Karen Barnstable's four dimensions of reflective learning: Thinking Back, Thinking Forward, Thinking Inward, and Thinking Outward.
In Thinking Back, the student discusses how their original lesson plans improved over time as they gained experience adapting to the students' needs. For Thinking Forward, the student realizes primary students learn best through kinesthetic activities, songs, and games. Thinking Inward, the student is satisfied with their growth in leading engaging lessons despite early challenges. For Thinking Outward, the student acknowledges feedback to speak louder while also considering alternative classroom management strategies. Overall, the student found the pract
Class 06 06-2011 .p.p
The teacher was late to class, so the student leading the lesson began teaching without her. The lesson covered different forms to refer to past events such as "just", "about to", "used to", and "would", as well as the past tense of modal verbs like "could", "was/were able to", and "had to". The student taught for two hours until the teacher arrived and helped finish explaining some concepts. The class appeared well organized and covered the planned topics through class activities, practice exercises, and a review.
Feedback from Luján
- The feedback report summarizes an English lesson taught by two teacher trainees, Ana Valentina Monge and Ana Belén Morán, to a combined 6th grade class of around 30 students.
- The lesson was observed by the assistant professor Lis María Luján Ramos. The report provides positive feedback on the trainees' classroom management skills but also offers suggestions for improving their use of English, pronunciation, inclusion of all students, behavior management, activity planning and pacing, and limiting the mentor teacher's involvement.
- Overall the lesson was well-managed but the report recommends the trainees focus on accurate language modeling, ensuring all students can participate, engaging learning activities, and maintaining full responsibility for teaching the class.
Lesson plan Nº 6
This document contains a lesson plan for a 6th grade English class. The lesson plan aims to revise the present continuous tense, prepositions of place, and the modal verbs "must" and "mustn't." It includes routines like greetings, objectives, and two main activities - a riddle activity using present continuous and prepositions of place, and a yes/no activity with sentences using present continuous. The lesson plan aims to help students practice key grammar points and language skills.
The Magic Bag Project
The document outlines two lesson plans for teaching the story of Hansel and Gretel to 6th grade English students. The first lesson involves students watching a video of the story, answering questions about it, and ordering picture sequences from the story. The second lesson reviews the story, has students match pictures to verbs and write sentences, then form groups to create and illustrate new story endings which they present to the class. Both lessons aim to practice listening, reading, speaking and writing skills.
Reflection on my practicum experience ailen bailo
1) The student had to deal with a critical incident when one of the students got injured and was bleeding from a nail in the floor. The student and mentor teacher helped the injured student and called his parents while the pedagogical partner watched the other students.
2) The student had to improve the pitch of their voice so the back students could hear instructions and questions better. The most enjoyed class was an intercultural project where students were engaged learning about another student's life.
3) Working with a pedagogical partner was productive but required time to agree on activities. The partner was very helpful when each taught classes.
Official student lesson plan 2014 aug 02 (done)
This lesson plan outlines an English grammar lesson for 8th grade students focusing on teaching the verb "to be" in the third person form. The lesson will introduce students to introducing themselves and asking basic questions like names and phone numbers to practice using the verb form in social interactions. The instructional procedures include warmup activities, teaching the grammar structure through examples and drills, and giving students opportunities for both guided and independent practice using the verb form through pair work, fill-in-the-blank exercises, and other activities. Student learning will be evaluated through formative and summative checks, with the overall goal being for students to accurately use the third person form of the verb "to be" in oral and written communication.
Lesson
The lesson plan aims to teach students the differences between the modal verbs "can" and "could" through various classroom activities. The teacher will begin with a 15-minute presentation explaining modal verbs using slides. Students will then complete a 15-minute exercise to practice using "can" and "could", which the class will review. Next, students will write a short story using the modal verbs and objects provided by the teacher. Finally, students will play a finding game asking each other questions with "can" and "could" to reinforce speaking and listening skills. The only anticipated problem is that some students may need explanation of examples during the initial presentation.
A cycle of lessons in the foundation phase
This document provides guidance on developing a 4-lesson cycle for teaching foundational phase language (FAL) in South Africa. Each lesson builds upon the previous with introduction of new vocabulary and concepts related to a central theme. Lesson 1 introduces words through pictures and repetition. Lesson 2 reviews and consolidates learning through a story. Lesson 3 practices pronunciation and includes an art activity. Lesson 4 revises all vocabulary and sequencing a story. Translation between languages, called the "sandwich method", can help convey meaning but should be limited. Overall, lessons should be fun and motivate learners to learn new words.
Lesson plan Nº 5
The document provides a lesson plan for a 6th grade English class. The lesson plan aims to teach students about the modal verbs "must" and "mustn't" to express obligation. It includes warm-up, development, and closing activities. For the warm-up, students will discuss rights and responsibilities. In the development, students will first match rights with responsibilities, then work in pairs writing classroom rules using "must" and "mustn't". To close, students will share their work from the paired activity.
Lesson plan Nº 2
The document outlines a lesson plan for a 6th grade English class. The lesson plan aims to teach students the present continuous tense through various activities. Students will describe images using the present continuous tense, watch videos about children's rights and answer true/false questions, and complete an activity matching characters to actions. The lesson will start with a greeting routine and homework review, followed by the two main activities and wrap up with closing remarks.
Final narrative
During her first practicum teaching experience, the author felt nervous but gained confidence. She enjoyed building relationships with students and learning about their lives. Young children need individual attention, approval from teachers, and engaging activities to keep their limited attention spans. The author discovered the importance of lesson planning and classroom management. She learned to stay relaxed and not lose her temper to keep students motivated and learning enjoyable. The author felt supported by her pedagogic partner and supervisors, and that the theory and practice from her program prepared her to teach primary school students.
Last report csmila & belen by estela braun
Camila and Belén taught a revision lesson before a test to a 4th grade class. Belén accompanied Camila despite being ill. They followed a detailed lesson plan and were able to meet their objectives of revising vocabulary, functions, and a CLIL project on healthy habits. Camila engaged the students with a song and dice game, while Belén helped individual students. They monitored group work and provided support. A variety of activities reinforced different skills. Both trainees worked well together and managed time effectively. The teacher evaluator praised their planning and implementation of an effective lesson to review all content in preparation for the test.
Gunzelmann tpd - final reflection secondary
This document provides a final reflection from a student teacher on their practice period teaching English at a secondary school. It discusses some of the challenges the students faced, such as needing to work or care for siblings, which caused absenteeism. The student teacher implemented activities from the textbook as well as videos and images to engage students. While students were shy about speaking English aloud at first, they became more active participants once recording stopped. The reflection notes that the experience was positive overall, but the student teacher needs to continue improving their own pronunciation and grammar.
Our class observations 1.
The first class observed focused on the present continuous tense. The teacher explained the topic on the board and had students participate by writing sentences. Most students seemed interested, though some in the back were distracted.
The second class reviewed the previous lesson and introduced countable and uncountable nouns. Students described images and translated, but others were speaking during presentations.
The third class covered indefinite articles and "there is/are". The teacher used realia and had students write sentences. Participation was low.
The final class covered the present perfect tense. The teacher explained with writing, questions and guides. Students then wrote concepts and completed group worksheets. The class lacked dynamics and motivation at the start.
Our class observations
The first class observed focused on the present continuous tense. The teacher explained the topic on the board and had students participate by writing sentences. Most students seemed interested, though some in the back were distracted.
The second class reviewed the previous lesson and introduced countable and uncountable nouns. Students described pictures and translated sentences. Observers felt distracted due to lack of student attention.
The third class covered indefinite articles and "there is/are". The teacher used realia and had students write sentences. Participation was low.
The final class covered the present perfect tense. The teacher explained using various methods and had students write concepts and answer questions. It was not very dynamic but the teacher adjusted to
Beramendi journalentries-secondarylevel
In her final journal entry, the trainee reflects on her last lesson with the secondary school class. She was able to create a friendly atmosphere with the students and they seemed engaged in the CLIL lesson about healthy habits. While classroom management is an area she still wants to improve, the students responded well to her teaching strategies and completed all the activities. This practicum experience has provided useful lessons for planning future classes and recognizing what teaching approaches are most effective.
More Related Content
What's hot
Lesson plan Nº 8
This lesson plan is for a 6th grade English class. The objectives are for students to practice describing images using the present continuous tense, using prepositions of place, and expressing obligation. Activities include a warm-up where students discuss past evaluations and correct mistakes. The main activity has students work in groups to match images with phrases in present continuous tense and children's rights. The class ends with the trainee giving students small gifts and saying goodbye.
Cognitive Coaching Experience
The document provides a summary of a cognitive coaching experience where the author taught an English class that was observed by their guide teacher and professor. [The class focused on listening comprehension using a movie and toys. Feedback from the teachers was positive, praising the author's language use, time management, and strategies. However, the author notes they could improve on calling on all student participants and feeling more confident in their teaching abilities.]
Intercultural project: How environmetally friendly are you?
This lesson plan is for a 6th grade English class in Argentina and focuses on environmental awareness. The plan includes watching a video and song about helping the environment as a warm up. Students will then do a matching exercise while listening to the song again. They will also present posters they created in a previous class using "should" and "shouldn't" to give advice about caring for the environment. The lesson closes with a cultural exchange where an American teacher presents on his uncles' clean energy jobs and the students can ask questions.
Observation Report N°1
This document summarizes a classroom observation of trainee Valentina Ferreyra during her Practice II teaching placement. The observer notes that Valentina demonstrated excellent eye contact, clear voice and intonation, and strong classroom management skills. She explained concepts clearly using gestures, corrected pronunciation effectively, and created a relaxed work atmosphere. Valentina implemented a traditional presentation-practice-production lesson on prepositions of time, including listening, writing, and speaking activities. Both Valentina and her online co-teacher Cristian engaged students well. The observer praised their teamwork and planning, and gave Valentina a grade of 10 and Cristian a grade of 8.
Lesson plan Nº 4
This lesson plan is for a 6th grade English class. The trainees will teach about prepositions of place. Activities include watching a video about prepositions, using flashcards for a review, and an activity where students write sentences using prepositions to describe classmate's locations. The lesson aims to improve students' listening, speaking, reading and writing skills related to prepositions of place.
My Initial Level Reflections
This document contains a student's reflection on their first teaching practicum experience at the primary level. The student structures their reflection around Karen Barnstable's four dimensions of reflective learning: Thinking Back, Thinking Forward, Thinking Inward, and Thinking Outward.
In Thinking Back, the student discusses how their original lesson plans improved over time as they gained experience adapting to the students' needs. For Thinking Forward, the student realizes primary students learn best through kinesthetic activities, songs, and games. Thinking Inward, the student is satisfied with their growth in leading engaging lessons despite early challenges. For Thinking Outward, the student acknowledges feedback to speak louder while also considering alternative classroom management strategies. Overall, the student found the pract
Class 06 06-2011 .p.p
The teacher was late to class, so the student leading the lesson began teaching without her. The lesson covered different forms to refer to past events such as "just", "about to", "used to", and "would", as well as the past tense of modal verbs like "could", "was/were able to", and "had to". The student taught for two hours until the teacher arrived and helped finish explaining some concepts. The class appeared well organized and covered the planned topics through class activities, practice exercises, and a review.
Feedback from Luján
- The feedback report summarizes an English lesson taught by two teacher trainees, Ana Valentina Monge and Ana Belén Morán, to a combined 6th grade class of around 30 students.
- The lesson was observed by the assistant professor Lis María Luján Ramos. The report provides positive feedback on the trainees' classroom management skills but also offers suggestions for improving their use of English, pronunciation, inclusion of all students, behavior management, activity planning and pacing, and limiting the mentor teacher's involvement.
- Overall the lesson was well-managed but the report recommends the trainees focus on accurate language modeling, ensuring all students can participate, engaging learning activities, and maintaining full responsibility for teaching the class.
Lesson plan Nº 6
This document contains a lesson plan for a 6th grade English class. The lesson plan aims to revise the present continuous tense, prepositions of place, and the modal verbs "must" and "mustn't." It includes routines like greetings, objectives, and two main activities - a riddle activity using present continuous and prepositions of place, and a yes/no activity with sentences using present continuous. The lesson plan aims to help students practice key grammar points and language skills.
The Magic Bag Project
The document outlines two lesson plans for teaching the story of Hansel and Gretel to 6th grade English students. The first lesson involves students watching a video of the story, answering questions about it, and ordering picture sequences from the story. The second lesson reviews the story, has students match pictures to verbs and write sentences, then form groups to create and illustrate new story endings which they present to the class. Both lessons aim to practice listening, reading, speaking and writing skills.
Reflection on my practicum experience ailen bailo
1) The student had to deal with a critical incident when one of the students got injured and was bleeding from a nail in the floor. The student and mentor teacher helped the injured student and called his parents while the pedagogical partner watched the other students.
2) The student had to improve the pitch of their voice so the back students could hear instructions and questions better. The most enjoyed class was an intercultural project where students were engaged learning about another student's life.
3) Working with a pedagogical partner was productive but required time to agree on activities. The partner was very helpful when each taught classes.
Official student lesson plan 2014 aug 02 (done)
This lesson plan outlines an English grammar lesson for 8th grade students focusing on teaching the verb "to be" in the third person form. The lesson will introduce students to introducing themselves and asking basic questions like names and phone numbers to practice using the verb form in social interactions. The instructional procedures include warmup activities, teaching the grammar structure through examples and drills, and giving students opportunities for both guided and independent practice using the verb form through pair work, fill-in-the-blank exercises, and other activities. Student learning will be evaluated through formative and summative checks, with the overall goal being for students to accurately use the third person form of the verb "to be" in oral and written communication.
Lesson
The lesson plan aims to teach students the differences between the modal verbs "can" and "could" through various classroom activities. The teacher will begin with a 15-minute presentation explaining modal verbs using slides. Students will then complete a 15-minute exercise to practice using "can" and "could", which the class will review. Next, students will write a short story using the modal verbs and objects provided by the teacher. Finally, students will play a finding game asking each other questions with "can" and "could" to reinforce speaking and listening skills. The only anticipated problem is that some students may need explanation of examples during the initial presentation.
A cycle of lessons in the foundation phase
This document provides guidance on developing a 4-lesson cycle for teaching foundational phase language (FAL) in South Africa. Each lesson builds upon the previous with introduction of new vocabulary and concepts related to a central theme. Lesson 1 introduces words through pictures and repetition. Lesson 2 reviews and consolidates learning through a story. Lesson 3 practices pronunciation and includes an art activity. Lesson 4 revises all vocabulary and sequencing a story. Translation between languages, called the "sandwich method", can help convey meaning but should be limited. Overall, lessons should be fun and motivate learners to learn new words.
Lesson plan Nº 5
The document provides a lesson plan for a 6th grade English class. The lesson plan aims to teach students about the modal verbs "must" and "mustn't" to express obligation. It includes warm-up, development, and closing activities. For the warm-up, students will discuss rights and responsibilities. In the development, students will first match rights with responsibilities, then work in pairs writing classroom rules using "must" and "mustn't". To close, students will share their work from the paired activity.
Lesson plan Nº 2
The document outlines a lesson plan for a 6th grade English class. The lesson plan aims to teach students the present continuous tense through various activities. Students will describe images using the present continuous tense, watch videos about children's rights and answer true/false questions, and complete an activity matching characters to actions. The lesson will start with a greeting routine and homework review, followed by the two main activities and wrap up with closing remarks.
Final narrative
During her first practicum teaching experience, the author felt nervous but gained confidence. She enjoyed building relationships with students and learning about their lives. Young children need individual attention, approval from teachers, and engaging activities to keep their limited attention spans. The author discovered the importance of lesson planning and classroom management. She learned to stay relaxed and not lose her temper to keep students motivated and learning enjoyable. The author felt supported by her pedagogic partner and supervisors, and that the theory and practice from her program prepared her to teach primary school students.
Last report csmila & belen by estela braun
Camila and Belén taught a revision lesson before a test to a 4th grade class. Belén accompanied Camila despite being ill. They followed a detailed lesson plan and were able to meet their objectives of revising vocabulary, functions, and a CLIL project on healthy habits. Camila engaged the students with a song and dice game, while Belén helped individual students. They monitored group work and provided support. A variety of activities reinforced different skills. Both trainees worked well together and managed time effectively. The teacher evaluator praised their planning and implementation of an effective lesson to review all content in preparation for the test.
What's hot (18)
Intercultural project: How environmetally friendly are you?
Intercultural project: How environmetally friendly are you?
Similar to Besim assad 22 sep - Vanesa
Gunzelmann tpd - final reflection secondary
This document provides a final reflection from a student teacher on their practice period teaching English at a secondary school. It discusses some of the challenges the students faced, such as needing to work or care for siblings, which caused absenteeism. The student teacher implemented activities from the textbook as well as videos and images to engage students. While students were shy about speaking English aloud at first, they became more active participants once recording stopped. The reflection notes that the experience was positive overall, but the student teacher needs to continue improving their own pronunciation and grammar.
Our class observations 1.
The first class observed focused on the present continuous tense. The teacher explained the topic on the board and had students participate by writing sentences. Most students seemed interested, though some in the back were distracted.
The second class reviewed the previous lesson and introduced countable and uncountable nouns. Students described images and translated, but others were speaking during presentations.
The third class covered indefinite articles and "there is/are". The teacher used realia and had students write sentences. Participation was low.
The final class covered the present perfect tense. The teacher explained with writing, questions and guides. Students then wrote concepts and completed group worksheets. The class lacked dynamics and motivation at the start.
Our class observations
The first class observed focused on the present continuous tense. The teacher explained the topic on the board and had students participate by writing sentences. Most students seemed interested, though some in the back were distracted.
The second class reviewed the previous lesson and introduced countable and uncountable nouns. Students described pictures and translated sentences. Observers felt distracted due to lack of student attention.
The third class covered indefinite articles and "there is/are". The teacher used realia and had students write sentences. Participation was low.
The final class covered the present perfect tense. The teacher explained using various methods and had students write concepts and answer questions. It was not very dynamic but the teacher adjusted to
Beramendi journalentries-secondarylevel
In her final journal entry, the trainee reflects on her last lesson with the secondary school class. She was able to create a friendly atmosphere with the students and they seemed engaged in the CLIL lesson about healthy habits. While classroom management is an area she still wants to improve, the students responded well to her teaching strategies and completed all the activities. This practicum experience has provided useful lessons for planning future classes and recognizing what teaching approaches are most effective.
Final reflection primary practicum-aguirrezabala
1) The student teacher struggled at first to manage a classroom of mostly boys and gain their attention in English lessons, as the regular teacher only communicated in Spanish.
2) The first two lessons were very challenging, as students did not understand and the student teacher did not feel ready, but realized the practicum was for learning and not needing perfection.
3) Later lessons improved with using visuals like pictures and games, teaching vocabulary like family members and possessions, and using body language and cognates to be understood without translating.
Our class observations
The observers summarized 3 English classes at different grade levels. In the first class, the teacher explained the present continuous tense through examples on the board and having students participate. Some students were distracted. The second class reviewed a previous lesson and had students describe images, but there was more distraction. The third class covered indefinite articles and used realia, but had low student participation. Overall, the observers felt the classes could be more dynamic, use less translation, and better motivate students through a variety of activities.
Journal - Primary
This document contains observations from Ludmila Ruiz Díaz's practicum teaching English to a 5th grade class in Argentina. In her first observation, she notes the classroom is small with few resources. Students understand instructions well but only have 2 lessons per week. She is concerned about the lack of a clear syllabus. In subsequent lessons, she works on improving activities and timing, integrating topics like Harry Potter to make lessons more engaging. She reflects on ensuring students produce English and receives feedback. Overall, Ludmila aims to provide meaningful lessons while adapting to the challenges of the classroom context.
Feedback from Vanesa
1) Valentina greeted the students and had them put on name badges to help learn their names. She checked homework and discussed rights and responsibilities.
2) She led an activity where students worked in pairs to fill in blanks using MUST and MUSTN'T. She explained it multiple times using different examples until they understood.
3) The observer provided suggestions such as giving one picture per pair instead of each student individually so they could work together, and writing sentences on the board so students with different learning styles could benefit. Timing activities is also important to finish within the class period.
Kinder Journal
Dario Bressan taught an English kindergarten class about parts of the body. He began by getting the students' attention using the character Mr. Potato Head. The students engaged well with the topic at first but then lost focus. Bressan had to change some planned activities, like songs, to keep them engaged. He reflected that he should improve lesson planning and consider students' prior activities and external factors that could impact their attention and behavior in class.
Nievas - Primary level - Journals
This document contains a trainee teacher's reflections on three English lessons taught to a 5th grade class in primary school. In the first lesson, the teacher focused on developing the students' communicative skills through activities incorporating the four skills of reading, writing, listening and speaking around the topic presented. Students engaged well with the colorful materials and interactive activities. The second lesson connected the topic of giving directions to a story, and students were enthusiastic about choosing paths and completing writing activities. For the third lesson, the teacher aimed to improve students' writing skills through describing cities, though more scaffolding was needed for the writing portions. Overall, the students reacted positively to the lessons and engaged well with the various interactive materials and activities.
Journal secundariatrech checked (3).docx
The document provides summaries of 5 classroom observations conducted by a student teacher, María Inés Trech, during her practicum at a secondary school in Buenos Aires, Argentina.
The first observation summarizes an introductory science lesson where students asked questions about upcoming exams. The second observation describes a lesson reviewing the layers of the Earth and having students work through a poem about natural disasters.
The third observation recaps María's first teaching lesson on natural disasters vocabulary which engaged students through activities. The fourth observation discusses a lesson using weather idioms to review natural disasters which students enjoyed. The fifth observation describes teaching about environmental organizations which saw mixed student participation.
Tpd naiman-observations123-secondary
I had to observe different groups because there were several teachers' strikes and I lost many lessons.
1º Observation Report
This observation report summarizes a class taught by two teacher trainees, Rocio Belén Villoría and Amneris Denis Pereira, to a 4th grade English class of 15 students at Escuela No 6. The class was observed by Prof. Lis María Luján Ramos. The report provides feedback on various aspects of the trainees' teaching performance, including their leadership presence, classroom atmosphere, lesson pacing and structure, activity design and types, language instruction techniques, student participation, and areas for future improvement. Overall, the lesson is praised for its positive qualities while targeted suggestions are offered to help strengthen specific elements of the trainees' teaching practice.
Portfolio
The document discusses the important role of teachers in education. It states that while parents provide the initial guidance for children, teachers take on the important role of educating students in specific fields and subjects. Teachers treat students like their own children, correcting, teaching, and motivating them. An important part of a teacher's role is discovering each student's learning style and using appropriate teaching strategies to ensure all students learn, including those with disabilities who require more individualized attention.
What If? Chapter 14 Most relevant aspects of the book How to Teach English by...
In this Slide Show you will find the main ideas about chapter 14 of the book How to Teach English by Jeremy Harmer with some pictures related to the topic.
My journal tpd-Restivo
This document is a journal entry from a teacher trainee, Gisela Restivo, describing her lessons with a 4th year secondary school class. Over the course of 8 lessons, she discusses various teaching strategies, activities with students, and her reflections. Some effective strategies included using the communicative approach, involving students in real communication, and using technology like videos. However, getting students to speak more English, rather than their native language, during class was an ongoing challenge that required improvement.
FINAL REPORT:My training as an English Teacher
Melisa Gonzalez completed her teaching practicum with two groups of teenagers aged 13-17. She observed both groups and their teachers initially. Group 1 was well-behaved while Group 2 was noisy and undisciplined. Melisa planned engaging lessons incorporating activities, materials beyond the textbook, and English use. While nervous, her teaching went well with student participation and comprehension. Both experiences were valuable for improving her skills, though Group 2 was more challenging to motivate. Overall, Melisa found the practicum rewarding for developing as a teacher.
Journals ens1 2016
- The document summarizes a trainee teacher's lessons with an upper intermediate ESL class.
- In Lesson 1, students introduced themselves by describing their families and hometowns. This helped build rapport.
- In Lesson 2, students discussed the 9/11 attacks by reading an article and completing worksheets. They were engaged and eager to participate.
- In Lesson 3, students finished a vocabulary task, predicted facts about an accident, and continued practicing narrative tenses. The lessons focused on communicative language teaching.
Tpd naiman-journal lessons123456789-secondary
The document summarizes a lesson given by the author to a 5th year secondary school class. The lesson was based on the communicative language teaching approach and focused on using visual aids, comprehensible input, and pair/group work. Key strategies used included pictures and videos to support a listening activity on food and health. Students participated actively but some challenges remained around student tardiness and managing distracted students. The author felt the organization of activities worked well overall and aims to improve student engagement and time management.
Feedback 28/08/17
- The feedback report summarizes an English lesson taught by two teacher trainees, Ana Valentina Monge and Ana Belén Morán, to a combined 6th grade class of around 30 students.
- The lesson was observed by the assistant professor Lis María Luján Ramos. The report provides positive feedback on the trainees' classroom management skills but also offers suggestions for improving their use of English, pronunciation, inclusion of all students, behavior management, activity planning and pacing, and limiting the mentor teacher's involvement.
- Overall the lesson was well-managed but the report recommends the trainees focus on accurate language modeling, ensuring all students can participate, engaging learning activities, and maintaining full responsibility for teaching the class.
Similar to Besim assad 22 sep - Vanesa (20)
What If? Chapter 14 Most relevant aspects of the book How to Teach English by...
What If? Chapter 14 Most relevant aspects of the book How to Teach English by...
More from Besim Emiliano Assad
Final reflection about my practicum
Besim Assad completed their teaching practicum and reflects on the experience. They found teaching challenging at first but learned with hard work and responsibility anything is possible. Besim worked with a pedagogical partner and mentor teacher to design engaging activities covering key skills, though some activities worked better than others. Developing new activities without textbooks was difficult and required research. Besim connected well with students but struggled with behavior issues, realizing how to better handle such situations in the future. Overall, the positive relationships and feedback led Besim to feel they did great work and hope to teach again soon.
Narrative first class
Besim Assad taught their first class and reflected on the experience. They and their co-teacher Laura prepared activities for the students that involved name badges, vocabulary flashcards, and examples of likes and dislikes. While the students enjoyed the activities and were engaged, everything took longer than expected. As a result, there was not enough time for the planned concluding game to reinforce the lesson's topic.
Practical nº 11 Ramirez - Assad
Este documento describe los Núcleos de Aprendizaje Prioritarios (NAP) para lenguas extranjeras en Argentina. Explica que los NAP tuvieron como objetivo establecer estándares nacionales para cinco idiomas (alemán, francés, inglés, italiano y portugués) con un enfoque intercultural y plurilingüe. Describe la organización de los NAP en cuatro recorridos de aprendizaje y seis ejes principales. También presenta situaciones de enseñanza esperadas que promueven el apre
Preparing materials for esp teaching
English for Specific Purposes (ESP) focuses on meeting learners' specific language needs for their careers or fields of study. ESP emerged because general English was not always helpful in real-life professional contexts. ESP materials can be tailored textbooks or teacher-created materials that are relevant to learners' subject areas and needs. Tailor-made ESP materials provide purposeful learning opportunities and stimulate learners' curiosity about topics related to their lives and careers. ESP teachers evaluate and improve materials through pre-use, in-use, and post-use evaluation to ensure the materials best suit learners' needs.
Jasmine Kendall Presentation
Jasmine Kendall lives in Ingleton, a small town of 2000 people located in North England. She studies at Durham University in the North of England. She enjoys rowing, fish and chips, and Scotland, but does not like cricket or London.
Lesson plan N°3 Assad - Ramirez
This lesson plan outlines an intercultural exchange activity between 5th grade English and Argentinian students about their respective cultures. Students will listen to a presentation by a student from England, Jasmine, about her home, family, likes and dislikes regarding British culture, geography, food, landmarks and sports. Selected students will then interview Jasmine, asking if she likes various Argentinian cultural elements, and write down her answers. Finally, all students will produce sentences using what they learned and third person singular verbs to practice their English skills.
Lesson plan n°9 assad - ramirez
The lesson plan outlines a 45-minute class for 5th grade students on road safety education. The class will begin by returning previous worksheets and collecting homework. Students will then work in groups to create road safety posters on large cardboards, writing sentences and drawing illustrations of things pedestrians can and cannot do in the street. In the next class, students will present their posters to their classmates and the posters will be displayed in the school. The goal is to develop vocabulary and structures around traffic safety.
Lesson plan n5 assad - ramirez
The document provides a weekly lesson plan for a 5th grade class. The 45-minute lesson will focus on reinforcing vocabulary for actions students can and cannot do using the present simple tense. Students will play mimicry games to review vocabulary, ask and answer questions about what actions they can perform, and complete a worksheet practicing can/cannot sentences. The lesson aims to strengthen students' vocabulary, speaking, listening and writing skills for expressing ability.
Lesson plan N°6
This lesson plan is for a 5th grade class on September 15th. The 45 minute class will focus on reinforcing vocabulary related to actions, body parts, and animals using can/can't structures. Students will complete a word order activity, participate in a warm up reviewing animals and actions, and end by listening and moving to a song about body parts. The teacher will assess students' understanding of what different animals can and can't do.
Lesson plan n7 assad - ramirez
The weekly lesson plan is for grade 5 classes C and D on Wednesday September 20th from 15:50-17:20. The topic is things that can or cannot do certain actions. Vocabulary, structures, skills, and functions will be developed including present simple third person singular and expressing ability using "Can it...?" and answering "Yes, I/she/he/it can" or "No, I/she/he/it can't". Students will complete worksheets to review vocabulary and assess progress, and listen to a song about body parts and motions to close the topic.
Lesson plan n8 assad - ramirez
This weekly lesson plan outlines a class on road safety education for 5th grade students. The 90 minute class will begin with taking the students to the library where they will listen to a presentation from Silvia Gonzalez of the organization "Estrellas Amarillas" about road safety rules for pedestrians. Students will then complete a worksheet matching pictures to sentences about pedestrian safety. The goal is to develop the students' vocabulary and understanding of traffic terms, as well as their speaking, listening, reading and writing skills around expressing ability to follow pedestrian safety rules.
Lesson plan n2 assad - ramirez
The weekly lesson plan outlines a 45-minute class for 5th grade students focusing on the third person singular form of the verb "like". The lesson will begin with a warm-up activity where students act out likes and dislikes. They will then complete sentences about characters' preferences based on pictures. Finally, students will listen to a song and complete a chart indicating what each speaker says they like or dislike. The goal is to develop vocabulary and structures around present simple verbs in third person as well as speaking, listening and writing skills.
Secuencia didactica escuela 4
La secuencia didáctica se enfoca en la diversidad cultural y los derechos del niño. Los objetivos incluyen mejorar la comprensión y producción oral y escrita en inglés mediante actividades como canciones, proyectos y juegos. El proyecto final involucra la creación de posters sobre educación vial. La evaluación considera la participación en clase y la presentación del poster.
Suggestopedia
Presentation about a a teaching method developed in 1970s by a psychiatist educator called Georgi Lozanov (1926-2012)
More from Besim Emiliano Assad (14)
Recently uploaded
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Types of Herbal Cosmetics its standardization.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
Recently uploaded (20)
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Besim assad 22 sep - Vanesa
- 1. PRACTICE II, DIDACTICS OF ELT and Practicum Primary School level. Adjunto Regular a/c Prof. Estela N. Braun (2017). Teacher Assistants: Prof. Vanesa Cabral and Prof. Maria Lis Luján Ramos. ETA MA John Brakke. REGISTRO: ALUMNO RESIDENTE: Bessim Assad COLEGIO: Escuela 4. 5th Year. DOCENTE CO-FORMADORA: Romina Cheme Fecha: 22/09/2017 Today, both groups are together in the video room because they are going to have a workshop about Road safety. Unfortunately, I could not observe you teaching because the talk lasted mora than one hour, you had just 5 minutes to explain the activity. Even more, you could not give examples or work with the vocabulary, what had been necessary because they had to do it at home by themselves. The activity you prepared was very nice and appropriate for this level and for this opportunity (special class on road safety) and what is more important is that this lesson was planned in accordance with the new curricular guidelines forteaching English (Road safety, relation to CLIL) and you could embed contents (rules/modals) within a topic which is meaningful for their citizenship education. Excellent!! Although I think it would have been more appropriate to use must/mustn´t because we are talking about traffic laws. We must wear helmet/we must wear
- 2. seat belts/we mustn´t ride our bicycles on the sidewalks. I know that you are teaching “can -can´t” but it can be a bit confusing. I think you could have been in charge of the class perfectly well, in this case, you had a passive role and you did not intervene. I think that there was an overlapping of roles. The mentor teacher was in charge of the class introducing the new people to the students, asking questions, repeating some information, making them reflect about certain points or actions instead of giving you the opportunity to be in that role. This can happen because of two reasons: the mentor teacher did not notice that she was not giving you the chance to be observed or you could have taken that role immediately and tell her that you could do it too. Sometimes, you must take that place with decision, you cannot stay on a side of the room as observers, you must know that when you are doing your practices you are the “main characters”, you are the ones who must be in charge of the class, it is that way, there is no other possibility. It does not matter if it is a common class or a special one (we are doing something different: watching a film, talks by external people, workshops, among others), you cannot let the mentor teacher take your role, even more if this suggestion was made before. Don´t be afraid of being in front of the class or of taking Romina´s place. She generously accepted having trainee teachers with her, so take advantage of that and be sure that you are doing a great job! Prof. Vanesa Cabral